Fostering a productive relationship between the district administration and union - PowerPoint PPT Presentation

Fostering a productive relationship between the district administration and union. Presenters. Donna Aiello, Supervisor of Staff Development, New Haven Public Schools Karen Lott, Principal, Brennan-Rogers School, New Haven Public Schools

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The National Comprehensive Center for Teacher Quality (TQ Center) serves as the premier national resource to which the regional comprehensive centers, states, and other education stakeholders turn for strengthening the quality of teaching—especially in high-poverty, low-performing, and hard-to-staff schools—and for students with special needs.

American Federation of Teachers and American Institutes for Research (2011). Workplaces that support high-performing teaching and learning: Insights from Generation Y teachers. Washington, DC: authors.

Goal: Be the best urban district in the country, as measured by the performance and learning gains achieved by all public school students

We believe that:

substantial improvement in student learning is needed in New Haven, that improvement is possible, and that there is urgency to making changes to accomplish those improvements

a sharper focus and greater priority on student learning is needed at all layers of the organizations

High expectations for the performance of all students are essential, as are the complementary expectations for adult performance.

the people in the system – teachers, principals, and other staff – are the district’s most important resources, and that their individual and collective effectiveness is the most important factor in improving student results

schools are the most important organizational units in the system, and that our policies and systems need to support the individual excellence of each school

that the best outcomes will come through the ongoing collaboration of the adults in and around the school system, all of whom are motivated to help students learn – including teachers, administrators, central staff, parents, and the Unions

The teacher evaluation and development system was created in partnership with the New Haven Federation of Teachers (NHFT), and includes a number of significant important changes and components:

Prioritizes instructional coaching and development of teachers through professional feedback relationships with managers, prioritizing a periodic conferencing process for all teachers, rather than simply classroom observations for teachers in certain cycles;

Encourages administrators to provide frequent, concrete feedback to teachers about their performance against a clear, detailed performance rubric, through multiple classroom observations;

Incorporates student growth as measured by objective assessments as a factor in evaluations; and

Uses an innovative validation process, so that third party experts validate administrator judgments about both exemplary and needs improvement teacher performance

The ratings for the three evaluation components will be synthesized into a final summative rating at the end of each year.

*Ratings with this degree of mismatch should be the subject of focused policy review, outside the context of the specific teacher’s evaluation, to determine why such a mismatch is occurring and what, if anything, needs to be corrected. The individual ratings themselves will also be reviewed to ensure that the given rating in these situations is fair and accurate based on the preponderance of evidence shared by the instructional manager and teacher. Individual ratings may be adjusted for unfairness or inconsistency.

Note: Instructional Practices will make up 80 percent of the combined Instructional Practices and Professional Values rating. Professional Value will account for 20 percent.

TEVAL has provided a new framework for the teacher evaluation process – one that is predicated on mutual input and perceptions which provides teachers with an active rather passive role.

TEVAL can be explained as a collaborative process which aligns perfectly with the work of a turnaround school

TEVAL provides a great outline for new teachers to help them clearly know what domains they are being evaluated upon while establishing that actual classroom observations can happen at any time (i.e. more frequent)

TEVAL also complements the work of a turnaround school in keeping a sharp focus on goal setting, data analysis and data collection – which is a great complement/reinforcer

What relationships do you see between the AFT/AIR paper and what is happening in the New Haven Public Schools?

From these relationships, or from either of the 2 presentations, identify 2-3 key issues that you think would be critical to moving your school/district forward and that you would want to bring to the attention of your school or district. Why these?